Syllabus

Schedule

Weekly Dates

Week One: 4/29 – 5/5

Week Two: 5/6 – 5/12

Week Three: 5/13 – 5/19

Week Four: 5/20 – 5/26

Week Five: 5/27 – 6/2

Week Six: 6/3 – 6/9

Week Seven: 6/10 – 6/16

Week Eight: 6/17 – 6/21

Week One: Introduction to Overweight and Obesity

Weekly Learning Outcomes

• Define overweight and obesity using at least two measurement methodologies.
• Explain trends in overweight and obesity.
• Explain the roles of nutrition and physical activity as they relate to weight status.
• Discuss at least two health conditions impacted by obesity.
• Identify populations most at-risk for overweight and obesity and describe what makes them more susceptible to this health outcome.
• Identify external influences, including individuals and culture, to understand how they affect weight-related behavior.

Lectures

Readings

• World Health Organization. Obesity and Overweight. February 16, 2018. 
• The GBD 2015 Obesity Collaborators. Health Effects of Overweight and Obesity in 195 Countries over 25 Years. New England Journal of Medicine. 2017;12 June.
• Flegal et al. Trends in Obesity Among Adults in the United States, 2005 to 2014. JAMA. 2016:315(21).
• Ogden et al. Trends in Obesity Prevalence Among Children and Adolescents in the United States, 1988-1994 Through 2013-2014. JAMA. 2016:315(21).
• Mozaffarian, D. Dietary and Policy Priorities for Cardiovascular Disease, Diabetes, and Obesity: A Comprehensive Review. Circulation. 12 January 2016.
• Tanumihardjo SA et al. Poverty, Obesity, and Malnutrition: An International Perspective Recognizing the Paradox. J Am Diet Assoc. 2007;107:1966-1972.
• Dietary Guidelines 2015-2020. Chapter 3. The Socio Ecological Model. 

Assignment

Checkpoint #1: Obesity Trends

Discussion

Week Two: Socioecological Determinants of Weight Status

Weekly Learning Outcomes

• Discuss at least one factor at each level of the Socioecological Model (SEM) that impacts on weight status.
• Apply the SEM to describe the impacts of obesity determinants on a specific population group.
• Describe at least one intervention at each level of the SEM that has been developed to address the issue of obesity.

Lectures

Readings

• McLeroy, et al. An ecological perspective on health promotion programs. Health, Education & Behavior. 1988.
• Tate NH, et al. Sociocultural influences on weight-related behaviors in African American adolescents. Western Journal of Nursing Research. 2015;37(12);1531-1547.
• Ohri-Vachaspat P, et al. The relative contribution of layers of the Social Ecological Model to childhood obesity. Public Health Nutrition. 2015;18(11):2055–2066.
• Alebshehy R, et al. Determinant Analysis of Obesity among Adult Females in Egypt. The Egyptian Journal of Hospital Medicine. 2016;65:662- 669.
• The Community Guide. Obesity. https://www.thecommunityguide.org/topic/obesity.

Assignment

Checkpoint #2: Obesity Determinants

Discussion

Week Three: Nutrition Policy and Food Insecurity

Weekly Learning Outcomes

• Define food insecurity and its impact on weight status.
• Discuss how Federal nutrition policy decisions impact on nutrition practices.
• Describe the impacts of nutrition policy and food insecurity on a specific population group.

Lectures

Readings

• Johns Hopkins Center for a Livable Future. FoodSpan. Unit 1: Meet the Food System. (http://www.foodspanlearning.org/lesson-plans/unit-1-meet-the-food-system/index.html)
• Johns Hopkins Center for a Livable Future. Food System Primer: Food Policy. (http://www.foodsystemprimer.org/food-policy/)
• Food Research and Action Center. Understanding the Connections: Food Insecurity and Obesity. October 2015. (http://www.foodspanlearning.org/lesson-plans/unit-1-meet-the-food-system/index.html).
• Blue Bird Jernigan V, et al. Food Insecurity and Chronic Diseases Among American Indians in Rural Oklahoma: The THRIVE Study. Am J Public Health. 2017 Mar;107(3):441-446.
• Kennedy E and Guthrie JF. Nutrition assistance programs: cause or solution to obesity. Curr Obes Rep. 2016:5;176–183.

Assignment

Checkpoint # 3: Nutrition Policy

Discussion

Week Four: Nutrition Interventions

Weekly Learning Outcomes

• Compare and contrast potential nutrition interventions appropriate for a specific population group.
• Describe settings appropriate for nutrition interventions for a specific population group.
• Discuss the facilitators and barriers to potential nutrition interventions.
• Define the resources needed to implement selected nutrition interventions.

Lectures

Readings

• The Community Guide. Obesity. (https://www.thecommunityguide.org/topic/obesity).
• SNAP-Ed Strategies & Interventions: An Obesity Prevention Toolkit for States. (https://snaped.fns.usda.gov/snap/SNAPEdStrategiesAndInterventionsToolkitForStates.pdf)
• Nemours. Childhood Obesity Prevention Strategies for Rural Communities. 2014. (http://www.ashaweb.org/wp-content/uploads/2014/08/Childhood-Obesity-Prevention-Strategies-for-Rural-Communities.pdf)
• Sanchez-Flack JC, et al. What influences Latino grocery shopping behavior? Perspectives on the small food store environment from managers and employees in San Diego, California. Ecol Food Nutr. 2016;55(2):163-81.
• Shin A, et al. Impact of Baltimore Healthy Eating Zones: An Environmental Intervention to Improve Diet Among African American Youth. Health Education & Behavior. 2015, Vol. 42(1S) 97S–105S.

Assignment

Checkpoint #4: Nutrition Interventions

Discussion

Week Five: Application of Weight Status Determinants and Interventions

Weekly Learning Outcomes

Students will be able to:

• Describe the weight status of a selected population group.
• Present socioecological determinants of obesity to a selected population group.
• Identify opportunities for nutrition intervention for a selected population group.
• Present nutrition education research to a professional audience.

Lectures

Readings

• Johns Hopkins Bloomberg School of Public Health. (Designing and Writing an Effective Capstone Presentation. http://www.jhsph.edu/academics/degree-programs/master-of-public-health/curriculum/capstone/Designing%20and%20Writing%20an%20Effective%20Presentation.pdf).

Assignment

Key Assessment Part One, Professional Presentation

Discussion

Week Six: Nutrition Education to Impact Weight Status

Weekly Learning Outcomes

• Identify appropriate nutrition messages for a specified population group.
• Identify dissemination channels for nutrition messaging for a specific population. group.
• Draft outlines of planned nutrition educational materials.

Lectures

Readings

• Gold A, et al. Classroom Nutrition Education Combined With Fruit and Vegetable Taste Testing Improves Children’s Dietary Intake. J Sch Health. 2017 Feb;87(2):106-113.
• Eun Lee J, et al. Development of tailored nutrition information messages based on the transtheoretical model for smartphone application of an obesity prevention and management program for elementary-school students. Nutrition Research and Practice 2017;11(3):247-25.
• Lee J et al. Development of a Food Safety and Nutrition Education Program for Adolescents by Applying Social Cognitive Theory. Osong Public Health Res Perspect. 2016 Aug;7(4):248-60.
• Uesuge KH, et al. Design of a Digital-Based, Multicomponent Nutrition Guidance System for Prevention of Early Childhood Obesity. J Obes. 2016;2016:5067421.
• Au LE, et al. Online and In-Person Nutrition Education Improves Breakfast Knowledge, Attitudes, and Behaviors: A Randomized Trial of Participants in the Special Supplemental Nutrition Program for Women, Infants, and Children. J Acad Nutr Diet. 2016 Mar;116(3):490-500.
• Hatfield DP, et al. The critical role of communications in a multilevel obesity-prevention intervention: Lessons learned for alcohol educators. Patient Educ Couns. 2017;100 Suppl 1:S3-S10.
• Wu HW and Backman D. Restructuring a State Nutrition Education and Obesity Prevention Program: Implications of a Local Health Department Model for SNAP-Ed. Journal of Public Health Management and Practice. 23(1):e28–e36.

Assignment

Checkpoint #5: Nutrition Intervention Overview

Discussion

Week Seven: Application of Nutrition Education to Impact Weight Status

Weekly Learning Outcomes

• Design appropriate nutrition materials for a specified population group.

Lectures

Readings

• Gabrielli S, et al. Design of a Mobile App for Nutrition Education (TreC-LifeStyle) and Formative Evaluation With Families of Overweight Children. JMIR Mhealth Uhealth 2017;5(4):e48.
• Review sample nutrition education materials at:
  • https://snaped.fns.usda.gov/nutrition-education-materials

Assignment

Key Assessment Part Two, Educational Campaign

Discussion

Week Eight: Reflections on Nutrition and Obesity

Weekly Learning Outcomes

• Evaluate the course content as a whole.
• Discuss how nutrition impacts on weight status.
• Discuss nutrition education approaches to impact weight status.

Lectures

Readings

• Provider Competencies for the Prevention and Management of Obesity. June 2017.(https://bipartisanpolicy.org/wp-content/uploads/2017/07/Provider-Competencies-for-the-Prevention-and-Management-of-Obesity.pdf)

Assignment

Reflection/ePortfolio

Discussion

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Applied Nutrition page

UNE Libraries:

• Library Access for all students:  Your library login ID and password are the same as the ones you use to log into Brightspace.
• Applied Nutrition Database
• Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

• UNE Student Academic Success Center

Information Technology Services (ITS)

• ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AMA Writing Style Statement

In keeping with the requirements of the Journal of the Academy of Nutrition and Dietetics and the Journal of Nutrition Education and Behavior, the American Medical Association (AMA) Manual of Style, 11th edition is the required writing format for this course and is available at both UNE libraries under the title "AMA Manual." Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in AMA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Late Policy

Assignments: Assignments submitted after the due date and time will receive a deduction of 10% of the total possible grade for each day it is late. After three days, the assignment will not be accepted. No assignments will be accepted after the course ends.

Discussion posts: If the initial post is submitted late, acceptance of the discussion board is at the discretion of the faculty. Any posts submitted after the end of the Discussion Board week will not be graded (does not apply to practicum).

Students are encouraged to make every effort ahead of time to contact their instructor and their student support specialist if they are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.